Publication Type

Journal Article

Version

publishedVersion

Publication Date

6-2024

Abstract

A major challenge faced by university economics instructors is to find more time to incorporate active learning into the classroom, which encourages student participation. As a result, more instructors choose to flip their classrooms, in which students are encouraged to perform preparatory reading or watch videos to participate more meaningfully and learn more effectively. This study aims to examine how pre-lecture materials enhance student participation by examining the effectiveness of two types of materials: interactive videos and synthesized readings. The synthesized readings contain essential information extracted from the textbook and is presented in a structured manner with highlighted key points. In the round one study, we found that the videos better prepared students for participation. In the round two study, the effectiveness of readings were greatly enhanced when the synthesized readings are revised according to students’ needs. We concluded that readings could be as effective as videos if they were well-designed.

Keywords

Economics, higher education, education methods, flipped learning, course readings, videos, Singapore Management University

Discipline

Asian Studies | Economics | Educational Methods | Higher Education

Research Areas

Applied Microeconomics

Publication

Journal of Economics Teaching

Volume

9

Issue

2

First Page

72

Last Page

92

Identifier

10.58311/jeconteach/ebe627b482e5919749379c7a7ac04f5213417591

Copyright Owner and License

Publisher-CC-BY

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

Additional URL

https://doi.org/10.58311/jeconteach/ebe627b482e5919749379c7a7ac04f5213417591

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